Educational Theorists

Question 0

Socrates

Answer 0

Greek 469-399

• social and educational iconoclast;tended toward philosophical idealism and political conservatism
• human beings can define themselves by rational self-examination
• use of a probing intellectual dialogue to answer basic human concerns;education should cultivate moral excellence
• socratic dialogue as a teaching method;teacher as a role model

Question 1

Confucius

Answer 1

Chinese 551-478

• developed ethical system based on hierarchical ordering of human relationships and roles;emphasized order and stability through subordination
• human beings need the order of a highly stable society in which people accept the duties that come with their station in life
• education prepares people for their sociopolitical roles by motivating reverence for ancestors and traditions;curriculum of ancient Chinese classics and Confucius Analects;highly selective examinations
• ethics shaped Chinese culture for centuries, creating a value system of enduring importance

Question 2

Plato

Answer 2

Greek 477-346

• philosophical idealist;sociopolitical conservative
• human beings can be classified on the basis of their intellectual capabilities
• reminiscence of latent ideas; music, gymnastics, geometry, astronomy, basic literary skills;philosophy for ruling elite of philosopher-kings
• use of schools for sorting students according to intellectual abilities; education tied to civic political purposes

Question 3

Aristotle

Answer 3

384-322 Greek

• philosophical realist;view of society, politics, and education based on classical realism
• human beings have the power of rationality, which should guide their conduct
• objective and scientific emphasis; basic literary skills, mathematics, natural and physical sciences, philosophy
• emphasis on liberally educated, well-rounded person;importance of reason

Question 4

Isocrates

Answer 4

436-322 Greek

• rhetorician, oratory for personal gain and public service
• humans have the power of using their speech for social and political improvement
• rhetorical studies;basic literary skills;politics, history, rhetoric, declamation, public speaking
• use of knowledge in public affairs and in political leadership; teacher education has both content and practice dimensions

Question 5

Quintilian

Answer 5

35-95 Roman

• rhetorician;oratory for personal gain and public service
• certain individuals have the capacity of leadership, based on their disposition, liberal knowledge, and oratorical skill
• basic literary skills; grammar, history, literature, drama, philosophy, public speaking, law
• role of motivation in learning;recognition of individual differences

Question 6

Aquinas

Answer 6

1225-1274 Italian Medieval Theologian

• christian theology and aristotelian philosophy
• human being possess both a spiritual nature and a physical nature
• education should be based on human nature, with appropriate studies for both spiritual and physical dimensions
• teacher as a moral agent;education related to universal theological goals; synthesis of the theological and philosophical; basis of philosophy used in Roman Catholic schools

Question 7

Erasmus

Answer 7

1465-1536 Dutch Renaissance Humanist

• christian orientation; the educator as a social and intellectual critic
• human being are capable of profound achievements but also of great stupidity
• education for a literary elite that stressed criticism and analysis
• role of secondary and higher education in literary and social criticism; emphasis on critical thinking

Question 8

Luther

Answer 8

1483-1546 German Protestant

• reformed theology stressing salvation by faith and individual conscience
• human beings are saved by faith; individual conscience shaped by scripture and reformed theology
• elementary schools to teach reading, writing, arithmetic, religion; secondary schools to prepare leaders by offering classics, Latin, Greek and religion; vocational training
• emphasis on universal literacy; schools to stress religious values, vocational skills, knowledge, close relationship of religion, schooling, and the state